Bowling together: Tuning into musical activities in the democratic classroom
The integration of composing as a pedagogical activity in the context of general music classes in schools has been widely promoted by music educational didactics throughout recent years. Still, there have been limited empirical investigations addressing such initiatives. In this interactive seminar, visiting scholar Maria Spychiger (Professor, University of Music and Performing Arts, Frankfurt) will introduce participants to a long-term composition project occurring in public schools in Frankfurt (Main, Hessen, Germany) called Response.
The title of the seminar, “Bowling together” alludes to democratic interaction, and relates to the title of Robert Putnam's “Bowling alone” (2000). More concretely, it is also the label of a videographed sequence of a music classroom from the Response project, in which a group of 4th grade children lively discuss a bowling scene, and then actively stage it.
John Dewey (1976/1939) stated in a late essay: "Democracy is forever that of creation of a freer and more humane experience in which all share and to which all contribute" (p. 230). In addition to these videographed sequences, statements, letters and inquiries produced by students in the program, provide interesting insights (as well as revealing critical tensions) concerning young people's musical experiences in relation to Dewey's ideas on democratic education.
Deliberations for future music pedagogical work will be offered by Cary Campbell, whose educational semiotic contributions (Campbell, 2018; Campbell et al. 2019), have provided theoretical foundations for music education, musical cognition and arts education research as well as inspiring Spychiger's research and teaching over the past several years. Recent concepts like “the coordinative space”, as well as “the sacred sphere” model from Professor Spychiger's recent writing as well as ideas from Campbell and Thomas Hoeller's Tuning In Workbook Series will also be incorporated into the seminar.
Presenters Bios:
Dr. Maria Spychiger is a Professor of empirical music education at the University of Music and Performing Arts Frankfurt (Germany). Her research broadly addresses the formation of self-concept and identity within the musical domain, and the implications for teaching, as well as the semiotic significance and anthropological function of music. She has conducted a number of research studies and teaches a wide range of music education and psychology courses, in addition to music-related educational philosophy, in particular pedagogical communication and interaction, the psychology of the person-world relationship, and research methodology. She is a sought-after speaker and writes regularly for national and international organizations of the social science community.
Dr. Cary Campbell, Lecturer in the Faculty of Education at Simon Fraser University, is an educational philosopher and curriculum theorist, music educator and community organizer. Cary completed his SSHRC funded PhD in Arts Education at SFU in 2020. In the Faculty, Cary teaches courses in reflective practices and practitioner inquiry, education and curriculum theory as well as music education with a focus on integrating soundscape ecology, zoomusicology and evolutionary musicology through a biosemiotic perspective.
Dr. Michael Ling is a senior lecturer in the Faculty of Education at Simon Fraser University. His research focuses on the History, Sociology, and Anthropology of Education, particularly related to the philosophy and history of ideas, educational theory, and the intricate social contexts of learning institutions, including a profound exploration of the history of universities. Michael's commitment to advancing qualitative research methods is evident through his contributions in areas such as autoethnography, history of inquiry, teacher inquiry, and self-study.
Thomas Hoeller is an independent scholar, community organizer and active recording producer and musician. Thomas is interested in researching the intersectionality of ecology, complexity theory, education, biosemiotics, social reproductive work, land and stratification economics in the context of the anthropocene to grapple with the complex challenges of a just green transition.
Presenters
- Dr. Maria Spychiger
- Dr. Cary Campbell
- Dr. Michael Ling
- Thomas Hoeller
Date/Time
Monday, Nov 25th, 12:20-2 p.m.
Place
SFU Burnaby Campus, EDUC 8515
Celebrating the Release of the Open Education Resource Unveiling Academic Integrity: Case Studies of Real-World Academic Misconduct
Join us for an event celebrating the release of the new Open Educational Resource (OER) Unveiling Academic Integrity: Case Studies of Real-World Academic Misconduct, written by SFU Education students and edited by Faculty of Education Senior Lecturer Joel Heng Hartse. Past and present students of EDUC 388, Perspectives on Academic Integrity, present real cases of academic misconduct and the decisions made by the stakeholders involved.
In the 21st century, issues relating to academic integrity have become a passionate concern of educators, administrators, parents, and students, especially in the era of online learning and the sudden appearance of ChatGPT. Scandals abound, and reports that cheating is on the rise at every level are rampant. How are we supposed to teach in this environment? Unveiling Academic Integrity can help. Designed from an educator's viewpoint, this OER encourages readers to consider how various educational stakeholders—including administrators, principals, and teachers—should respond to challenging situations involving academic integrity. We use real cases of academic misconduct drawn from publicly available sources such as media reports, legal proceedings, and personal accounts. Rather than simply teaching the "rules" of academic integrity, the book promotes a deeper exploration of theory, research, and practice and encourages readers to think critically about complex ethical situations.
Presenters:
- Joel Heng Hartse
- Yan Xiao, Founder & CEO, Yorke Communicative Education Ltd.
- Jodie Eaton, Vice Principal, Terry Fox Secondary
Date/Time
Wednesday, November 27
Time: 4:30 - 5:30 p.m.
Place
SFU Burnaby Campus, EDUC 8515
2024 DARE Seminar 5
Resisting datafication in community inquiry
How do we conduct a research project when community members are not inclined to sign consent forms, worried about their information being shared with authoritarian regimes, or wary of the ubiquitous datafication of their lives? How do we generate insights about the increasing “datafication” (the quantification of everyday lives) without creating more datafication? In this DARE presentation, we share how we grapple with these and related problems in "Automated Literacies," a project studying the implications of algorithmic culture for literacy theories, pedagogies, and methods. Keenly aware of the paradox of asking people for their consent to collect data about the problematics of data extraction, we decided not to make audio or video recordings, nor did we interview or survey café goers about their lives. Following the insights of Data Feminism (D’Ignazio & Klein, 2020) and data journalist Mona Chalabi, as well as Donna Haraway’s (1988) situated knowledges, we share and invite discussion of our experiments ‘doing data differently’ through re-enactment, walk-throughs, data visualization, and the generation of infographics that allow us to explore questions of algorithmic culture that often escape attention.
Presenter Bios:
Suzanne Smythe: Before joining the university, I worked in community and family literacy settings in Canada, South Africa and Nicaragua. These experiences opened me to the socio-politics of literacies and to entanglement of technologies and literacies. I bring this sensibility to the Automated Literacies project and to collaborations with community-based digital literacy groups as we explore how automation is transforming ‘literacy-as-usual with implications for fairness, consent, sovereignty and rights.
Nathalie Sinclair: My work is mainly related to teaching and learning mathematics, focusing on the role of the body and the material in shaping meaning, often in contexts involving digital technologies. The non-dualist, quantum-inflected feminist theories guiding my research are useful in the context of this project as we grapple with issues such as the temporality of consent and the ethico- and onto-epistemological consequences of automated processes prevalent in everyday practices: applying for jobs, accessing government services, and finding information and resources.
Rajeeta Samala: I’ve worked with EAL and literacy learners for over 10 years. For this research project, I assist in data generation for our digital literacy classes. Additionally, I support communication between researchers and participants and assist in curricula development and various knowledge mobilization activities. Coming from a culture where we often consent without questioning, it was fascinating to participate in a research project studying Consentful Tech. I was drawn to the idea of making online consent a choice so that individuals can make informed decisions about their online data privacy.
Sheree Rodney: I am a postdoctoral fellow at SFU’s Faculty of Education with a background that includes extensive experience in mathematics education for higher education and K–12. I am especially interested in embodiment in math education, technology-supported learning, the emotional dimensions of learning, and STEM education. A key area of my current work investigates how curiosity-driven learning supported by digital tools promotes deeper mathematical understanding. Additionally, I have broadened my research interests to include teacher education and exploring social justice issues in the context of mathematics education.
Gwénaëlle André: Building on my work as a digital literacy educator in a community setting for several years, my doctoral project aims to provide a renewed digital literacy approach focusing on relational ontologies rather than individual skills. This reading of digital phenomena asks us to question both individual and collective processes and consider the mode of existence of digital objects. For this project, I mainly focus on analyzing platform socio-politics and carrying out literature reviews about data, algorithms, and artificial intelligence in relation to digital literacies.
Presenters
- Suzanne Smythe
- Nathalie Sinclair
- Rajeeta Samala
- Sheree Rodney
- Gwénaëlle André
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